"I Thought It Was Fake": Critical Engagement with Blogs

Autor/inn/en	Allen, Eliza; Flint, Amy Seely
Titel	"I Thought It Was Fake": Critical Engagement with Blogs
Quelle	In: English in Texas, 44 (2014) 2, S.4-11 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0508
Schlagwörter	Web Sites; Electronic Publishing; Web 2.0 Technologies; Student Journals; Critical Literacy; Technological Literacy; Elementary School Students; Grade 3; Immigration; Psychological Patterns; Perspective Taking; Family Life + Suchen Sie Ihr Suchwort? Web-Design; Elektronisches Publizieren; Studentenzeitung; Kritisches Lesen; Technisches Wissen; School year 03; 3. Schuljahr; Schuljahr 03; Zukunftsperspektive
Abstract	Twenty-first century literacy practices demand that children are actively engaged with technology as they participate in a wide variety of literacy activities. Technology-enriched environments, such as using blogs to further discussions on socially significant issues, create opportunities for broader, authentic audiences for students' thinking, encourages student ownership of texts, and promotes critical analysis (Boyd, 2013; McGrail & Davis, 2011). Blogs encourage students to share initial ideas, challenge others' thinking, and offer revised insights in public forums. The purpose of this article is to highlight how students in a third grade classroom navigated a blog site to foster a critical inquiry stance, offer alternative perspectives on salient topics, and display group solidarity as they worked to make sense of issues related to immigration and deportation. (ERIC).
Anmerkungen	Texas Council of Teachers of English Language Arts. 919 Congress Avenue Suite 1400, Austin, TX 78701. Tel: 512-617-3200; Web site: http://www.tctela.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01